An analysis of college-going decisions as social reproduction phenomena: Comparative case studies in rural Pennsylvania

College attendance has long been tied to the American dream for both individuals and society. However, not all segments of society have been able to realize the fulfillment of this dream. Individuals in rural America are at a disadvantage, vis-a-vis college participation, since they attend college at rates lower than the national average. Thus, this study explores why individuals in rural communities decide not to pursue postsecondary education.;The study employs ethnographic case studies to examine the formation of educational aspirations in two rural Pennsylvania counties. The objectives of the research are: (1) To determine influences beyond traditionally defined economic measures that contribute to an individual's decision whether to attend college, and (2) To understand the influences that contribute to the differences in higher education participation rates between rural communities.;The study advances an alternative theoretical and methodological lens with which to investigate college participation. The analysis highlights how the interactive patterns of family, school, economic, social and communal factors combine to shape the educational aspirations of the communities' youth. Individual decisions to attend college are examined by way of the communities within which the individuals reside. This suggests that individual choices whether to attend college are not merely cognitive or economic decisions of an individual; college participation takes place within a cultural context that involves the interaction of the individual with the multitude of institutions and agencies of his/her community such as, schools, churches, and community centers.;The analysis reveals that college attendance decisions are cultural phenomena. Thus, culturally based solutions are required if the college participation rates of underrepresented groups in academe are to be increased. The results show that schools and communities can promote college attendance by: (1) identifying and eliminating those factors within school systems which facilitate social reproduction; (2) reducing curricular offerings and providing students with better guidance in choosing which program to pursue; (3) creating the expectation within the school and community that students will go to college; (4) helping students and families overcome the fears associated with potential college attendance; and (5) helping students simulate the college-going experience.